Professional Documents
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Areas of Focus:
National Standards:
Anchor Standard #4: Select, analyze and interpret artistic work for presentation.
Anchor Standard #5: Develop and refine artistic techniques and work for presentation.
Anchor Standard #6: Convey meaning through the presentation of artistic work.
Lesson Objectives:
● Students will listen carefully and come up with any adjectives to describe the piece
(K.O.)
● Students will identify the meter of the piece. (K.O.) How? What will they do to identify
it?
● Students will identify the form of Handel’s Water Music and add movement accordingly.
(K.O., A.S.) Students will demonstrate the form “Hornpipe” through movement.
● Central Focus: Listening and differentiating the two sections Commented [MOU1]: Remember that this is a lesson in
which MOVEMENT is a primary goal (along with
● Learning Task: Assign different movements to the two sections of the form listening). As a result, there should be something
● Vocabulary: Baroque, form, triple meter related to movement in your central focus.
Prior Learning:
Materials Needed:
● Open space for movement activities
● Bluetooth speaker
● Händel - Water Music, suite no. 2 in D major - Alla Hornpipe
Listening
● “4th grade, let’s listen to this piece by Handel. (Everyone say Handel) While we listen
the first time, think if this piece would be in 3 or 4.” “Raise your hand and tell us.”
● Students will listen while tapping a steady beat on their lap on the first playthrough
● “What instruments did you hear?”
● “Did the music make you think of anything? How does the music make you feel? Turn to
someone next to you and talk about it.”
Movement
● “Hornpipe is a sailor’s dance. Handel’s Water Music is a collection of dances and other
short orchestral pieces.”
● Students will begin with doing hand motions that go along with the first section
○ Touch hands with partner - Clap - Clap 5 times
● The teacher will practice with students at a lower tempo before continuing to apply it to
the music
● Students will do a coordinated move to the B section of the piece
○ Students will then lock arms and spin around for 2 measures (6 counts) then
switch arms and do the same procedure in the opposite direction 3x
● Teacher we make sure students have enough space to achieve this move
● Students will learn motions in time without music first, then perform the dance with
music
Create Movement
● “Let’s have a different motion for the A section, raise your hand if you want to come up
with a movement for the class.”
● “How about the B section?”
Assessment: (Formative) Allow students to create their own movement in triple meter, that
matches the form. Look if students can keep a steady beat to what they hear, and differentiate the
two sections. Will there be any performance assessment?